The aim of this study is to investigate the effects of cooperative learning-based rewriting on college students’ writing and speaking skills. For this study, students carried out two types of rewriting activities over 16 weeks. The experimental group (N=25), implemented with cooperative learning, rewrote summaries and dialogues after reading, while the control group (N=17) rewrote summaries and dialogues by themselves. The methods employed for data collection were pre- and post-writing samples, dialogues, summaries, and speaking tests. Both groups’ writing and speaking skills improved significantly over the instructional period. However, the experimental group outperformed the control group both in summary/dialogue writing and speaking. The findings of this study suggest that instructors find ways for low-proficiency students to improve productive skills as well as receptive skills in reading classes. A variety of rewriting activities are suggested to help these students become well-rounded communicators. It is also shown that the effect of cooperative learning can be maximized when students are given opportunities to carry out tasks related to their own interests and proficiency levels.